Reviewing other Blogs
Having fun with English! This blog seemed difficult to navigate. It definitely was for communication between student and teacher. I think if I was a parent or collaborating teacher it would be difficult for me to find homework or other important information.
The Daily Grind- The blog seems very personal. I feel like I am reading another person’s diary. I am wondering why people are so free in sharing their thoughts openly. This brings forth another question, is my blog on public domain or is it just linked to our class? Can people read these thoughts?
The Blue Skunk Blog- I love how her site is set up. It is very nice to view with the pictures and different fonts. The blog questions are interesting and open up questions and thoughts for others to think about.
Monday, May 21, 2007
Thursday, May 3, 2007
Reflection #2 confronting challenges of participatory culture
Reflection #2
I appreciated the suggestion of not procrastinating on this homework assignment. After reading the text, my mind needed some time to absorb the mass amount of new information, comments and perspectives written. I feel the best way I can reflect is to share thoughts that arose within a few of the theories.
1. Collective Intelligence- “the ability to pool knowledge and compare notes with others towards a common goal.”
At a simple level I love having the opportunity to see what other PE teachers have done and expanding from that. I have found some great ideas for my classes that I have changed to match my school environment.
On a larger scale, I have reservations about what is happening with second worlds. I see that programs build on collective intelligence, but at what cost? I previewed a trailer to one of these sights and the long-term outcome concerns me. If collective intelligence it practiced and developed anonymously in front of a screen, will it transfer over to real life?
In the area of teamwork and collaboration, what variables are different between solving real-world social problems on line versus in direct contact? Are there key skills that will become lost? I first think of how direct contact requires assertiveness and confidence skills. If a person can be anonymous on line, will they have the courage to use the skills they developed in real life?
If students focus mainly on developing social skills on-line, what nonverbal and situational cues are missed? Will these skills become forgotten? I remember the term, book-smart and street-smart. Maybe we need to add cyber-smart. Kids may be able to be fantastic problem-solvers and team players on line, but in real life, incapable of social interactions.
On page 42, it was written that schools should not only ensure kids have wide foundational knowledge base, but should encourage kids to develop their personal expertise. When transferred to the on-line community, kids should learn skills on how to access general and valid information as well as learn how to contribute their knowledge. I am curious when and how this education can happen.
2. Judgment- “ the ability to evaluate the reliability and credibility of different information sources.
I think this skill is extremely important to learn. At the same time, I do not think schools are addressing this issue yet. Within health, we focus on TV and magazine advertising. We analyze techniques and provide questions for students to consider and evaluate. I did not realize how large of a media landscape technology brings forth. As web pages become easier to create, our media skills and navigation skills need to increase.
I had heard that young kids are unable to tell the difference between what is real and make believe and that TV commercials thrive on this. As I read about media presentation on the web, I am awakened to a new area that really needs to be addressed.
We are now in a time when we really need to be educated on understanding influences. No longer is our access limited to one town’s newspaper, but a whole world of perspectives and voices is ready to be viewed with a simple touch of a finger. At what age are kids able to clearer understand a topic that can have so many views?
3. Networking-
I love the networking. It also brings forth a lot of questions. I wonder how all of the communication rings work. For example, the radio stations where people can listen for free. How are all of these networks funded? Networking seems to make life easier and quicker. Is this a good thing? What is this “Web 2.0?” An explanation was on page 50, but I am still a little confused.
4. Negotiation-
This brings me back to the social skill question. If a person learns their social skills on line, how does it transfer to real life? If a voice on the computer is anonymous, people seem to interact openly. However, people are still brought up with prejudice. Even if people are communicating on-line openly, will it be the same face to face? I would hope the answer is yes, but there seems to be some visual and situational cues that I am not convinced are replicated via the Internet.
I feel I can go on forever with different thoughts, so I am stopping. I do have to say that access to computers is a major roadblock to our world. If the on-line world is exploding with all of these connections and opportunities, and only a percentage of our world knows how to navigate the system, how will the participation gap play out? I know that many communities are offering free wireless to everyone and low cost computers are being made for developing countries. Access is increasing, but will it catch up with those who are currently living in the on-line world? Is this bigger than the onset of the industrial age, but less known because it is ‘out there?’ What will become of our societal rankings—technology is not only materialistic but seems to be a culture within itself.
Hhmmm- With all of these thoughts, I do have to say, I do not like to write blogs. I prefer to have a verbal discourse with others. I feel very vulnerable and weird putting my thoughts out there and waiting for a possible reply. Mostly, because it is evidence of thought and can be taken differently than I have intended. With a verbal conversation, my views can change and/or mold as the conversation unfolds and I can look for those verbal cues that express how my thoughts are interpreted. Maybe a web-cam and instant messaging would be my ticket.
I appreciated the suggestion of not procrastinating on this homework assignment. After reading the text, my mind needed some time to absorb the mass amount of new information, comments and perspectives written. I feel the best way I can reflect is to share thoughts that arose within a few of the theories.
1. Collective Intelligence- “the ability to pool knowledge and compare notes with others towards a common goal.”
At a simple level I love having the opportunity to see what other PE teachers have done and expanding from that. I have found some great ideas for my classes that I have changed to match my school environment.
On a larger scale, I have reservations about what is happening with second worlds. I see that programs build on collective intelligence, but at what cost? I previewed a trailer to one of these sights and the long-term outcome concerns me. If collective intelligence it practiced and developed anonymously in front of a screen, will it transfer over to real life?
In the area of teamwork and collaboration, what variables are different between solving real-world social problems on line versus in direct contact? Are there key skills that will become lost? I first think of how direct contact requires assertiveness and confidence skills. If a person can be anonymous on line, will they have the courage to use the skills they developed in real life?
If students focus mainly on developing social skills on-line, what nonverbal and situational cues are missed? Will these skills become forgotten? I remember the term, book-smart and street-smart. Maybe we need to add cyber-smart. Kids may be able to be fantastic problem-solvers and team players on line, but in real life, incapable of social interactions.
On page 42, it was written that schools should not only ensure kids have wide foundational knowledge base, but should encourage kids to develop their personal expertise. When transferred to the on-line community, kids should learn skills on how to access general and valid information as well as learn how to contribute their knowledge. I am curious when and how this education can happen.
2. Judgment- “ the ability to evaluate the reliability and credibility of different information sources.
I think this skill is extremely important to learn. At the same time, I do not think schools are addressing this issue yet. Within health, we focus on TV and magazine advertising. We analyze techniques and provide questions for students to consider and evaluate. I did not realize how large of a media landscape technology brings forth. As web pages become easier to create, our media skills and navigation skills need to increase.
I had heard that young kids are unable to tell the difference between what is real and make believe and that TV commercials thrive on this. As I read about media presentation on the web, I am awakened to a new area that really needs to be addressed.
We are now in a time when we really need to be educated on understanding influences. No longer is our access limited to one town’s newspaper, but a whole world of perspectives and voices is ready to be viewed with a simple touch of a finger. At what age are kids able to clearer understand a topic that can have so many views?
3. Networking-
I love the networking. It also brings forth a lot of questions. I wonder how all of the communication rings work. For example, the radio stations where people can listen for free. How are all of these networks funded? Networking seems to make life easier and quicker. Is this a good thing? What is this “Web 2.0?” An explanation was on page 50, but I am still a little confused.
4. Negotiation-
This brings me back to the social skill question. If a person learns their social skills on line, how does it transfer to real life? If a voice on the computer is anonymous, people seem to interact openly. However, people are still brought up with prejudice. Even if people are communicating on-line openly, will it be the same face to face? I would hope the answer is yes, but there seems to be some visual and situational cues that I am not convinced are replicated via the Internet.
I feel I can go on forever with different thoughts, so I am stopping. I do have to say that access to computers is a major roadblock to our world. If the on-line world is exploding with all of these connections and opportunities, and only a percentage of our world knows how to navigate the system, how will the participation gap play out? I know that many communities are offering free wireless to everyone and low cost computers are being made for developing countries. Access is increasing, but will it catch up with those who are currently living in the on-line world? Is this bigger than the onset of the industrial age, but less known because it is ‘out there?’ What will become of our societal rankings—technology is not only materialistic but seems to be a culture within itself.
Hhmmm- With all of these thoughts, I do have to say, I do not like to write blogs. I prefer to have a verbal discourse with others. I feel very vulnerable and weird putting my thoughts out there and waiting for a possible reply. Mostly, because it is evidence of thought and can be taken differently than I have intended. With a verbal conversation, my views can change and/or mold as the conversation unfolds and I can look for those verbal cues that express how my thoughts are interpreted. Maybe a web-cam and instant messaging would be my ticket.
Monday, April 30, 2007
Confronting the Challenges of Participatory Culture
Wow, I feel like we should give up teaching until the next generation of tech kids become endorsed. There is so much in this 68 page document! I feel like two very different worlds are trying to teach and learn from each other. When I read about all the different interactions, skill development, media influences, problem solving, analysis, etc that goes on in this tech world, I feel extrememly old fashioned in my teaching.
For health we have state standards that relate perfectly with the skills kids are gaining and needing to learn as they interact with technology. These are accessing information, interpersonal communication, analyzing influences, decision making and advocacy. However, we don't have one unit that discusses or analyzes techology issues. In fact, health really views internet time as screen time and advocates reduction. On page 11, the article challenged my thoughts on the effects tech-media has on kids. As I read about the on line simulations that can occur and the first and second world role play activties, I feel like there is a huge participation gap between the kids and I.
Add in the multitasking section, and then I question ADD issues and class management suggestions. Is there a shift in how kids brains are evolving compared to pre tech-media kids? How does this fit in our American School System? When I ask kids to face me and focus on what I am saying, is it really necessary? If a kid can now check out a blog page and still hold an in depth conversation, should expectations for student self-management change?
For health we have state standards that relate perfectly with the skills kids are gaining and needing to learn as they interact with technology. These are accessing information, interpersonal communication, analyzing influences, decision making and advocacy. However, we don't have one unit that discusses or analyzes techology issues. In fact, health really views internet time as screen time and advocates reduction. On page 11, the article challenged my thoughts on the effects tech-media has on kids. As I read about the on line simulations that can occur and the first and second world role play activties, I feel like there is a huge participation gap between the kids and I.
Add in the multitasking section, and then I question ADD issues and class management suggestions. Is there a shift in how kids brains are evolving compared to pre tech-media kids? How does this fit in our American School System? When I ask kids to face me and focus on what I am saying, is it really necessary? If a kid can now check out a blog page and still hold an in depth conversation, should expectations for student self-management change?
Wednesday, April 25, 2007
Technology Integration Reflection #2
Response #2
Data Storage Get Personal, by Niles Rae
I remember using a typewriter for my class assignments. Every time I made a mistake I tossed the paper out. By the end of the evening, I had wasted a lot of paper. Being quite random, I loved when the computer became mainstream for typing papers. I could work on any part of an essay and then cut and paste, delete and spell check, all without wasting one piece of paper. My writing may not have gotten better, but the trees are happier.
This article was great in sharing how far technology has come for students and teachers. There are many things within the article that I have begun trying, such as having students email their assignments or saving their work on the student shared drive.
1. The mp3 players have been wonderful for students who have difficulty reading. Books on tape can be easily downloaded for students who can use them at school, or take them home.
2. The USB drive has been such a life -saver for me. I have a computer at home and at work. This makes it very easy to work both places and transfer information to and from computers. The only frustration I have is that I keep losing them, or sending them through the washing machine. Luckily, the price has gone down.
3. CDs: I remember working at a school that kept portfolios of all students. The portfolios were all paper. So many files and rooms were used for this collection. In the article it talked about how CD’s were used to save student work. Again, space and resources are being saved thanks to technology.
4. Email has been a great way to communicate with others. I think when schools have a protocol and system in place it increases educational outcomes. Communication can be consistently maintained, as well as needs for students shared to people who may not be easily reached.
I liked how this article went through the different developments for data storage. It is amazing to me how much technology is a part of our educational world. Also, the article really shared how technology has really assisted students and teachers in the area of documenting progress, knowledge and ability. Yes, student outcomes can still be accomplished without technology, but I would'nt want to give it up!
Data Storage Get Personal, by Niles Rae
I remember using a typewriter for my class assignments. Every time I made a mistake I tossed the paper out. By the end of the evening, I had wasted a lot of paper. Being quite random, I loved when the computer became mainstream for typing papers. I could work on any part of an essay and then cut and paste, delete and spell check, all without wasting one piece of paper. My writing may not have gotten better, but the trees are happier.
This article was great in sharing how far technology has come for students and teachers. There are many things within the article that I have begun trying, such as having students email their assignments or saving their work on the student shared drive.
1. The mp3 players have been wonderful for students who have difficulty reading. Books on tape can be easily downloaded for students who can use them at school, or take them home.
2. The USB drive has been such a life -saver for me. I have a computer at home and at work. This makes it very easy to work both places and transfer information to and from computers. The only frustration I have is that I keep losing them, or sending them through the washing machine. Luckily, the price has gone down.
3. CDs: I remember working at a school that kept portfolios of all students. The portfolios were all paper. So many files and rooms were used for this collection. In the article it talked about how CD’s were used to save student work. Again, space and resources are being saved thanks to technology.
4. Email has been a great way to communicate with others. I think when schools have a protocol and system in place it increases educational outcomes. Communication can be consistently maintained, as well as needs for students shared to people who may not be easily reached.
I liked how this article went through the different developments for data storage. It is amazing to me how much technology is a part of our educational world. Also, the article really shared how technology has really assisted students and teachers in the area of documenting progress, knowledge and ability. Yes, student outcomes can still be accomplished without technology, but I would'nt want to give it up!
Technology Integration in Education
Response #1- Multimedia Projects for Technology-Rich Classrooms (Varrati, Richard)
"Teachers and students are incorporating technology with their learning experiences with PRIDE and SATISFACTION. You can see it on their faces and in the results of their assignments, reports and projects."
The above quote has a lot of discussion points within it:
1. Teachers at the New Philadelphia City schools have been provided with technology and professional development to learn the systems they are teaching the students: Many schools throughout America do not have access to education or technology. Even within our school district we have inequitable access to technology- Smart boards in one school to chalk/eraser boards in others. The feasibility and usefulness is dependent on the school's technology equipment and education they received. Luckily, within the Corvallis School district there is free and sometimes paid technology education for all staff.
2. Teachers have less time to teach, due to state and federal test time, therefore technology is great because it is able to SPEED up the process steps within a project: What normally would be assigned as homework, can now be quickly completed by using technology devices. Teachers and students are able to receive instant feedback, which speeds up the teaching process. Many times the tools are helpful in classroom management issues because of high interest and ease of technology. For example, for some kids filling out a graph is tedious and difficult, but with the computer it is accomplished quickly and beautifully.
3. Students are able to get immediate results and provide powerful 'showings' of their projects.
4. Teachers are able to capture students at work and ADVERTISE what their class is doing and accomplishing. During a PE conference, one of the presenters talked about using technology within the classroom as a way to promote one's PE program. Many times the PE teacher needs to advertise how successful their class is in order to receive donations, grants or additional funds for their program.
Feasibility issues:
1. In the article, they talked about using PDA's for their science project. One difficulty I found was that when taken outside, a person cannot see the screen on the PDA. This makes it very difficult as a PE teacher who is often outside.
2. In PE, it is suggested to use digital cameras and video recorders. This is great if a teacher has adult helpers who can manage the technology, or trained students. However, a PE teacher adds the variable of multiple balls and other flying devices that could hit and destroy the equipment. I think if a teacher was careful on when and how it was used it could work, but it is still risky.
3. I loved how the article talked about using the LCD projector. This is a new piece of technology our school is hoping to get. I think this projector is a fabulous tool for special education and ESOL teachers because you can place anything under the projector. Out goes the overhead and in comes a book, Petri dish, you name it!
Are Outcomes worth the effort and is there a better way to accomplish desired outcomes?
I think if the teacher is trained and familiar with the technology then it is a great way to teach. Integrating technology within any subject area benefits everyone. The student gains skills, the teacher can increase speed and interest and many times paper and other supplies can be reduced to a minimum.
"Teachers and students are incorporating technology with their learning experiences with PRIDE and SATISFACTION. You can see it on their faces and in the results of their assignments, reports and projects."
The above quote has a lot of discussion points within it:
1. Teachers at the New Philadelphia City schools have been provided with technology and professional development to learn the systems they are teaching the students: Many schools throughout America do not have access to education or technology. Even within our school district we have inequitable access to technology- Smart boards in one school to chalk/eraser boards in others. The feasibility and usefulness is dependent on the school's technology equipment and education they received. Luckily, within the Corvallis School district there is free and sometimes paid technology education for all staff.
2. Teachers have less time to teach, due to state and federal test time, therefore technology is great because it is able to SPEED up the process steps within a project: What normally would be assigned as homework, can now be quickly completed by using technology devices. Teachers and students are able to receive instant feedback, which speeds up the teaching process. Many times the tools are helpful in classroom management issues because of high interest and ease of technology. For example, for some kids filling out a graph is tedious and difficult, but with the computer it is accomplished quickly and beautifully.
3. Students are able to get immediate results and provide powerful 'showings' of their projects.
4. Teachers are able to capture students at work and ADVERTISE what their class is doing and accomplishing. During a PE conference, one of the presenters talked about using technology within the classroom as a way to promote one's PE program. Many times the PE teacher needs to advertise how successful their class is in order to receive donations, grants or additional funds for their program.
Feasibility issues:
1. In the article, they talked about using PDA's for their science project. One difficulty I found was that when taken outside, a person cannot see the screen on the PDA. This makes it very difficult as a PE teacher who is often outside.
2. In PE, it is suggested to use digital cameras and video recorders. This is great if a teacher has adult helpers who can manage the technology, or trained students. However, a PE teacher adds the variable of multiple balls and other flying devices that could hit and destroy the equipment. I think if a teacher was careful on when and how it was used it could work, but it is still risky.
3. I loved how the article talked about using the LCD projector. This is a new piece of technology our school is hoping to get. I think this projector is a fabulous tool for special education and ESOL teachers because you can place anything under the projector. Out goes the overhead and in comes a book, Petri dish, you name it!
Are Outcomes worth the effort and is there a better way to accomplish desired outcomes?
I think if the teacher is trained and familiar with the technology then it is a great way to teach. Integrating technology within any subject area benefits everyone. The student gains skills, the teacher can increase speed and interest and many times paper and other supplies can be reduced to a minimum.
Wednesday, March 14, 2007
Meeting ISTE Standards
Ensuring that students and teachers meet grade level ISTE standards has been a district goal within Corvallis. Beginning a few years ago, all teachers where provided with age appropriate benchmarks and basic knowledge standards. Teachers were to complete a self-analysis and then were highly recommended to attend professional development classes in order to be proficient in their classroom grade level standards. I was very impressed with the time and trainings made available for teachers to learn new computer skills and become digitally literate.
One difficulty I see is the equity of technology between the different schools. One school will still have chalkboards in the classroom and another will have smartboards. Some classes have multiple computer labs, traveling laptops and multiple computers within classrooms, while another school will have only one computer lab with limited upgrades. This equity impacts the professional development teachers seek out within the district and in turn impacts what digital literacy is taught to students. In our school, I do not have computer time for my class. During my class the computer lab is being used for elective classes, such as keyboarding and digital design. Although the technology electives are important, they are limited in the skills being taught.
In short, I have to rely on other teachers ensuring that students meet the ISTE standards. Within my school I use paper, pencils, laminates and eraser boards as my technological resources.
Below are a few thoughts regarding the reading, Connecting the Digital Dots: Literacy of the 21st Century:
1. Digital literacy is like a mainstream language within a society.
2. Access to technology within the educational system is inequitable. Within the article, there is an emphasis on ensuring schools have technology. This is a frustrating comment, when many schools are without toilet paper or soap. I feel technology is very important because our world is hig-tech, however, basic needs within every school, regardless of the neightborhood demographics should be a priority.
3. Computer technology is seen as a vehicle to extending and or applying one's learning and education.
4. The media is all around us, such as in magazines and on television. With the advancement in technology, it is imporant for kids to be able to analyze these influences and be media savy.
5. A digitally literate teacher may see the benefits, but digital immigrants may view technology as more of a struggle or excess.
One difficulty I see is the equity of technology between the different schools. One school will still have chalkboards in the classroom and another will have smartboards. Some classes have multiple computer labs, traveling laptops and multiple computers within classrooms, while another school will have only one computer lab with limited upgrades. This equity impacts the professional development teachers seek out within the district and in turn impacts what digital literacy is taught to students. In our school, I do not have computer time for my class. During my class the computer lab is being used for elective classes, such as keyboarding and digital design. Although the technology electives are important, they are limited in the skills being taught.
In short, I have to rely on other teachers ensuring that students meet the ISTE standards. Within my school I use paper, pencils, laminates and eraser boards as my technological resources.
Below are a few thoughts regarding the reading, Connecting the Digital Dots: Literacy of the 21st Century:
1. Digital literacy is like a mainstream language within a society.
2. Access to technology within the educational system is inequitable. Within the article, there is an emphasis on ensuring schools have technology. This is a frustrating comment, when many schools are without toilet paper or soap. I feel technology is very important because our world is hig-tech, however, basic needs within every school, regardless of the neightborhood demographics should be a priority.
3. Computer technology is seen as a vehicle to extending and or applying one's learning and education.
4. The media is all around us, such as in magazines and on television. With the advancement in technology, it is imporant for kids to be able to analyze these influences and be media savy.
5. A digitally literate teacher may see the benefits, but digital immigrants may view technology as more of a struggle or excess.
Subscribe to:
Posts (Atom)
